The Master of Education in Reading Education is offered in a cohort, four phase delivery for a total of 33 credit hours.

Phase I: Foundations of Reading and Technology (12 hrs)

READ 6100: Current Issues and Practices in Literacy Education (3)Offered in Fall | No prerequisites

Theories, research, and instructional methods associated with reading and language arts, preschool through high school; questions of effectiveness related to instructional approaches and materials; related topics such as multicultural literacy, the role of phonics, and assessment

READ 6252: K-12 Writing Development and Instruction (3)Offered in Fall | No prerequisites

READ 6265: Multi-literacies in a Global World: Reading and Writing Texts in New Times (3) Offered in Spring | No prerequisites

Immerses students in both the theory and practice of multi-literacies and considers how globalization has created a more complex environment for teachers and students. Focus goes beyond traditional print-based literacy to multiple forms of knowing, including print, images, video, combinations of forms in digital contexts, which are represented in interrelated and complex ways.

RSCH 6101: Research Methods (3) Offered in Spring | No prerequisites

An orientation to designs and procedures utilized in educational research, emphasizing basic principles for conducting research, interpreting and evaluating published articles representative of educational problems and issues.

Critical reading and use of the literature in literacy education, examination of literacy content taught in the K-6 curriculum with an emphasis on pre-K and beginning reading instruction research, theory and practice, multiple models and approaches for teaching and assessing learning in literacy development, required action research project.

Theories, research, and instructional methods associated with reading and writing in the content areas, with a special emphasis on grades 6-12. Field experience and action research project are required.

Instructional modifications/adaptations related to meeting the individual learning needs of students. Emphasis on teaming, collaboration, and creating a classroom environment in which all learners can be successful. Differences among learners that are influenced by development, exceptionalities, and diversity are explored using case study methodology.

Research, theory, and instructional practices related to the reading process and reading instruction for English Language Learners in K-12 classrooms; relationship between language development and reading; examination of instructional materials; and field-based application of course content.

Phase IV: Reflective Leadership (6 hrs)

READ 6260 Diagnostic Assessment and Instruction in Reading (3) Offered in Spring | Restriction: Completion of Phase I and II

Examination, uses, and critique of theories and research about literacy processes and problems; diagnosis and correction of reading disabilities; instructional strategies designed to improve reading proficiency.

Investigates models and strategies for assuming the leadership responsibilities of a literacy specialist, including mentoring, staff development, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers.